PLC

Outcomes for today’s PLC work Identify the current state of our PLC communities and plan for continued progress around the 4 essential questions that drive our work Analyze a math lesson designed to formatively assess student learning and plan for how this might help our PLCs to address question 3- What do we do for those students who don’t get it? Look at various elements that comprise productive PLC work and think about what might best support our teams.

New Year… New Group? New Opportunities! 4 Stages of the Group Forming (Safety) Polite, impersonal, guarded, muted, watchful Storming (Resistance) Confrontations, opting out, difficulties, people leaving, demotivation, feeling stuck Norming (Openness) Getting organized, systems & procedures, giving feedback, confronting issues Performing (Flexibility) Closeness, resourceful, flexible, open, supportive, tolerant, sharing, effective Where is your team today? What are the challenges? The strengths?

A Simple Structure for PLC Meetings 1.Working agreements (A short review of how we will work together) 2. Share a Success (This helps to set a positive tone) 3. Learn together (The major focus of the PLC: Framed around student work or data, if possible) 4. Next Steps (What will we take back to our classroom and bring back to the next PLC meeting?)

7 Actions of Collaboration Maintain a clear focus. Embrace a spirit of inquiry. Put data at the center. Honor commitments to learners and learning. Cultivate relational trust. Seek equity. Assume collective responsibility. Lipton, 2012 Is it time to revisit Norms? Is your group “Forming/ Storming”? Use these actions!

A Vehicle, not the destination Collegial classroom visits and debrief discussions Task analysis Collaborative planning Common readings Analysis of student work Data reviews and actions Common problem resolution discussions and planning -adapted from Steve Leinwand, American Institutes for Research Identify a vehicle from the list above. Share how it drives your team’s next steps to adjust and enhance learning and achievement for your students.

Year 5 is here! Work as a team to support ALL students served by your PLC through collaborative structures throughout the day Work through the PLC culture at your site as defined by this year’s work with Solution Tree Coaching Deepen and sustain use of: the CA Math Framework & Go Math Curriculum high yield instructional strategies including Discourse, Number Talks/ Math Talk Routines, and Read 2 Ways/Productive Problem Solving Lesson Design: Concrete/ Representational/ Abstract (CRA) Lesson Launch/ Starts/ 5 Practices Model

What is the work of our PLCs? What is our belief around this work? Do we believe it is the purpose of our school to ensure all students learn at high levels? Do we acknowledge that students learn in different ways, at different rates, and with different levels of support? Have we created lessons that provide students with additional opportunities for learning through extra time and support, in a systematic way, regardless of who their teacher might be?

Formative Assessment: what do we do for the kids who don’t get it?

Beyond Fingers: Supporting Understanding with C-R-A

Formative Assessment: what do we do for the kids who don’t get it? How might you facilitate your PLC’s work around interpreting evidence and then acting on that evidence in an upcoming unit? How might you plan to embed opportunities for Concrete-Representational-Abstract lesson design to support those students who don’t get it?

Outcomes for today’s PLC work Today we identified the current state of our PLC communities and planned for continued progress around the 4 essential questions that drive our work Analyzed a math lesson designed to formatively assess student learning and planned for how this might help our PLCs to address question 3- What do we do for those students who don’t get it? Looked at various elements that comprise productive PLC work and thought about what might best support our teams.